Research Overview

School leaders establish the conditions for improving teaching, learning and community engagement for all families and learners. Equity-centered leaders focus specifically on creating high-quality learning environments that center the needs and interests of students and families who are not served well by existing systems. Equity-centered leadership has several dimensions:

First, equity-centered leaders improve access and achievement in existing school systems.  Leaders engage in data-driven decision making to work with educators and communities to identify disparities in achievement outcomes, the application of disciplinary consequences, and the placement of students in programs such as special education. Equity-centered leaders clear away obstacles and create new pathways to include more students in rigorous learning and enrichment opportunities. They demonstrate an unwavering focus on the learning and wellbeing of students who have been historically underserved in schools, and support the professional growth of educators so that all students can succeed in the existing curriculum. 

Second, equity centered leaders take a critical perspective on existing school systems. Equity-centered leaders reflect on their own biases and work to develop an asset-based mindset to build on the skills that  educators, learners and families bring to school. They work with district and local leaders to identify structures and to disrupt routines that perpetuate bias and inequitable access to learning. They lead professional learning activities for educators to reflect on and correct deficit-centered practices and to model asset-based approaches. They shed light on family and community cultural wealth, celebrate and leverage accomplishments, and invite communities into conversations about school priorities and programs.

Third, equity-centered leaders collaboratively design equitable learning environments.  They build organizational routines and a professional culture that value and celebrate the skills and knowledge that educators and learners bring. They work with educators to organize the design and implementation of engaging, culturally responsive curricula, behavioral supports, assessments and learning spaces. They obtain and distribute the resources necessary to support program design and professional learning. They systematically include the perspective of students, parents, extended family, allies/advocates in the design of environments that move beyond remediation toward joyful engagement for all learners.